PROFESORADO DE INGLÉS

HISTORIA DE LA CULTURA I

Año 2022

HISTORIA DE LA CULTURA I
PROFESORES: PROF. VALERIA PATRÓN COSTAS
PROF. GUADALUPE SORIA
 Estimados/as alumnos/as

¡¡BIENVENIDOS!!
Welcome to this incredible journey of knowledge and interesting facts.
Hope you enjoy while you learn!
Equipo de Cátedra

Durante el transcurso de la asignatura se espera que el alumno logre:

• Despertar interés por la historia universal.
• Lograr el desarrollo de una competencia cultural.
• Desarrollar estrategias que permitan abordar el estudio y análisis de hechos
culturales.
• Apreciar las pautas culturales inglesas y respetar la diversidad, entendiendo
que se puede descubrir la historia por medio de la enseñanza de la lengua.
• Comprender el presente por medio de la indagación del pasado.

Unit 1: The Hellenic Civilization. The Homeric Age. Evolution of City-States: Sparta and
Athens. Democracy. Political development. Art and Philosophy.
Unit 2: The Roman Civilization. Rome conquers Italy. The Early Republic. Wars. The Late
Republic. Julius Cesar. The Principate of Early Empire. Culture. Roman Law. The Late
Empire. Decay and decline. Roman Heritage.

Unit 3: The Romans in Britain: Roman and Celts. The Roman invasion. The Roman
Army. The Anglo-Saxons.

Unit 4: The Middle Ages: The Franks. Charlemagne. The Saxon kingdoms in England.
The Norman Conquest. William the Conqueror. Economic conditions in France. The
Feudal Age: Political and economic institutions. The feudal regime. Carolingian
institutions. Feudalism as a system of government. Chivalry. The manorial estate.
Urban life. Social problems. The merchant and craft guilds. The Crusades: Religious
causes. Pilgrimages. Religious wars. Economic causes. The Major Crusades. Reasons for
failure. Actual results.

Unit 5: England and France: The rise of national monarchies. France: Philip Augustus.
Louis IX. The Hundred Years´ War. Jeanne d´Arc. England: A national monarchy. The
reforms of Henry II. The Common Law and the Jury System. The English Parliament.
Magna Carta.

Unit 6: The Renaissance in Italy: Meaning of the term Renaissance. Causes and political
background. The expansion of the city-states. Painting: Treccento. Quatroccento.
Masaccio. Fra Lippo Lippi and Botticelli. Leonardo Da Vinci. His famous paintings. The
Venetian paintings. Raphael and Michelangelo. Sculpture: Donatello. Architecture.
Machiavelli and his political philosophy. Galileo. The Copernican Revolution.

Unit 7: The Age of Reformation: The Protestant revolution. Religious causes. The sale
of church offices and indulgences. The veneration of sacred relics. Political causes.
Papal taxation. Martin Luther and his revolt in Germany. Justification by faith alone.
The Lutheran church. Ulrich Zwingli and John Calvin. Revolution in Switzerland and
Geneva. Calvin´s theology. The Protestant revolution in England. Henry VIII. The
Anglican Church. The Catholic reaction. Elizabeth I. The Catholic Reformation: The
Reform Popes. The Council of Trent. Ignatius of Loyola and the Society of Jesus. The
Jesuits. The reformation heritage.

Bibliografía

• Mc. Burns, Edward “Western Civilizations, their history and their culture.”

• Cartilla confeccionada en el instituto.

 A continuación, presentaremos un esquema acerca de la funcionalidad del
MANUAL DE CATEDRA

El Manual contiene una serie de indicaciones gráficas, que esperamos te ayuden

a identificar con facilidad sus distintos componentes y a organizar las actividades de
estudio:
 LECTURAS BIBLIOGRÁFICAS OBLIGATORIAS
Indica la lectura del material bibliográfico obligatorio seleccionado por la cátedra.

ATENCION

Señala la presencia de conceptos claves de la unidad didáctica estudiada.

ACTIVIDADES DE APRENDIZAJE OBLIGATORIAS

Indica la realización de actividades de aprendizaje obligatorias que serán enviadas

al tutor para ser evaluadas.

ACTIVIDADES DE APRENDIZAJE OPTATIVAS

Indica la realización de actividades de aprendizajes optativos que favorecen el

aprendizaje autónomo y la autoevaluación. No requieren ser enviadas al tutor para ser
evaluadas.

VISUALIZACIÓN DE MATERIAL AUDIOVISUAL

Indica la observación de proyecciones. Representa un instrumento mediador y

facilitador, que aporta una base concreta para el pensamiento conceptual y contribuye
en el aumento de los significados.

ACTIVIDADES GRUPALES Y COLABORATIVAS

Promueven el intercambio de ideas y conocimientos de manera grupal a través de la
interacción entre los miembros que componen un grupo. Permiten la discusión,
participación y colaboración de todos los miembros del grupo.
 FORO DE DEBATE
Representa un medio de comunicación, de consulta y debate, en la plataforma virtual,
donde los alumnos pueden intercambiar, sugerir, proponer, discutir y aportar
información, que resulta de interés para el desarrollo de la materia.

ENLACES A SITIOS WEB

Indica enlaces que ayudan a navegar por la web. Remiten con rapidez a una
información solicitada.

ESPACIO DE REFLEXIÓN
Propone la lectura de frases o textos con el fin reflexionar o analizar con sentido crítico
un problema o tema abordado teóricamente.

INTRODUCCIÓN

Es imposible enseñar un idioma totalmente aislado de su contexto histórico y cultural, dado que el
aprendizaje y la enseñanza de la lengua no se pueden abstraer del marco donde la misma se
originó, ni de aquel que se usa actualmente. Conociendo el pasado, es que podemos entender el
presente y transformarnos así en protagonistas del futuro.

El alumno debe desarrollar conocimientos que le permitan comprender y analizar la diversidad

cultural de los pueblos de habla inglesa y tomar conciencia del contexto universal globalizado. Este
espacio constituye el marco apropiado no solo para la comprensión de los hechos, que dan sentido
a la lengua inglesa, sino sobre todas las cosas para la formación integral de futuros docentes
capacitados en la reflexión crítica y en la habilidad de transmitir conocimientos, que no se limita
exclusivamente a los signos y habilidades del lenguaje. El profesor de Inglés debe ser capaz de
despertar en sus alumnos el deseo de aprender y saber acerca del mundo que lo rodea.

Los contenidos contribuyen al desarrollo de la competencia lingüística y cultural del egresado

respondiendo al perfil propuesto en el plan de estudios. Las formas metodológicas de enseñanza y
evaluación apuntan a promover una actitud reflexiva y crítica en pos de una concientización y
comprensión de la realidad que favorece la autonomía de pensamiento de los estudiantes.

Los ejes temáticos que organizan esta asignatura presentan una estructura cronológica y se
focaliza no solo en la adquisición del conocimiento disciplinar, sino también en el desarrollo de las
estrategias lingüísticas y cognitivas de nivel superior en las cuatro macro habilidades. Los
contenidos son abordados a partir de las teorías socio-cognitivas y constructivistas del aprendizaje
haciendo hincapié en el desarrollo de estrategias de búsqueda, selección, síntesis, e interpretación
de la información de fuentes primarias y secundarias así como también de la aplicación de
estrategias específicas para la escritura en esta disciplina. Desde una perspectiva socio-cultural del
aprendizaje de una lengua extranjera, el alumno es no solamente confrontado con textos que
contienen referentes histórico-culturales, sino que además son estimulados a establecer
comparaciones con otras culturas, subculturas y con la suya propia. De hecho, se los involucra en
tareas de discusión grupal y debate de las temáticas abordadas conduciéndolos así a promover un
pensamiento reflexivo y crítico.
 UNIDAD N.º 1

The Hellenic Civilization

The Homeric Age

Evolution of City-States: Sparta and Athens.

Democracy.

UNIT 1 Political development.

Art and Philosophy.

THE HELLENIC CIVILIZATION

LECTURAS BIBLIOGRÁFICAS OBLIGATORIAS

- http://www.institutodelmilagro.com/moodle/mod/url/view.php?id=39272

ATENCION
▪GREECE COLONIZATION
Early immigrants: IONIANS, ACHAENS, DORIANS
The Achaens conquered MYCENAE, TROY and CRETE
After 1200 BC, the Dorians settled in central GREECE but most of them took to the sea,
conquering the PELOPONNESUS.

▪ Political institutions: primitive

▪ Each community of villages: independent
▪ The King: no remuneration/cultivate his farm. His functions: military and priestly.
▪ Council of nobles: advise and assist the King
▪ Assembly of warriors: ratify declarations of war and assent to peace.
▪ Administration of justice: private
▪ SIMPLE
▪ No rigid stratification of classes
▪ Any brave warrior: noble
▪ Agriculture and herding: basic occupations
▪ A few skilled crafts: wagon maker, sword smith, and potter

▪ A system to: a) explain the physical world, b) explain the passions, c) obtain material
benefits
▪ No commandments, no dogmas, no ritual, no sacraments
▪ The deities: mere human beings (human bodies and weaknesses) /bargain in equal
terms
 ▪ Indifference: after death
▪ Cremated bodies
▪ Ghosts for a time
▪ Most people: realm of Hades (no paradise, no hell)

▪ Worship: sacrifice
▪ To please the gods
▪ To get favours
▪ Simple rites
▪ Each head of the family
▪ The Greek temple: no church, no ceremonies

The Evolution of the

CITY STATES
The Origin

 800 BC : village communities larger political units

 ACROPOLIS or CITADEL: high locations: defense
 CITY around
 CITY STATES: unit of political society
 Examples: Athens, Thebes, Megara, Sparta, Corinth
 Athens and Sparta (most populated)

Evolution

 1st: monarchies
 2nd: oligarchies (800 BC)
 3rd: tyrants or dictators (700 BC) (usurpers/no legal right)
 4th: democracy (600-500 BC) (sometimes timocracies: based on property
qualification)
Causes of political evolution

 1st change: concentration of landed wealth

 Owners of great states: more power the council (they could
control)
 Kingship was abolished
 Numerous new colonies were founded
 Commerce and industry grew
 Urban population increased
 Middle class and dispossessed farmers joined in attack oligarchy
 Conflicts dictatorship (ambitious demagogues: with support)
 Political conciousness and disatisfaction democracies

The Armed Camp of

Sparta
 SPARTA
• Her citizens: Dorian strain/lineage
• Her government: elite dictatorship
• Living over the mountains: no opportunity to profit (isolated)
• No middle class to struggle for freedom
• Militarism: a great army/ military habits

The Spartan Government

• There were 2 Kings : military and priestly powers
• Council: 2 kings, 28 nobles (60 or + years old): administration and criminal
trials
• The Assembly: approved or rejected proposals of the Council, elected all
public oficials except the kings
• The Ephorate: a board of 5 men (powerful) presided over the council and
the assembly, controlled the educational system and dsitrubution of property
and a veto power. The fate of new infants, they could depose the kings
• All this can be called: oligarchy
 The Class System in Sparta
• 3 main clases:
• The Spartiates: ruling class, descendants of the original conquerors (1/20)
with political privileges
• The Perioeci: had submitted voluntarily to Spartan domination. They were
allowed to trade and engage in manufacturing
• The Helots/Serfs: like slaves

The Economic Organization

• The Economy: for military efficiency
• The best land owned by the state: divided for the Spartiates (sell/Exchange)
• The Helots belonged to their masters and cultivated the lands
• Trade and industry : the Petrioeci
Athens: Triumph and
Tragedy

Advantages enjoyed by the Athenians

 The Ionian penetration: gradual and peaceful

 No military cast/
 Wealth: mineral deposits and splendid harbors
 Never an agrarian state
 A prosperous trade and cultual centre
From monarchy to oligarchy

 King (800 BC)

 700 BC, the council of nobles divested the King of its power
 An increasing concentration of wealth (vine and olive culture)
 Big farmers could survive
 Small farmers: mortgage and became Serfs

The Reforms of Solon

 Threats of revolution: peasants demanding liberalization

 Solon: magistrate (594 BC) , reforms
 Reforms: political and economic
 1) a new council: the council of Four Hundred
 2) lower classes eligible for service in the assembly
 3) a supreme court: to all citizens and elected by suffrage
 The economic reforms: cancel existing mortgages, prohibit slaves for debts
and limit the amount of land per person. A new system of coinagefor
foreign trade, new craftsmen: citizens
The Rise of Dictatorship

 Despite reforms, discontent

 Nobles: angry (privilages taken)
 Middle and lower clases: not happy (not part of magistracy)
 Solon persuaded people to embark upon military adventures abroad
 The chaos and desillusionment: first tyrant, Peisistratus
 He destroyed many liberties gained

The Reforms of Clisthenes

 Hippias (tyrant) was overthrown by a group of nobles

 Clisthenes (an aristocrat) : support of the masses
 Promised concessions as reward ffor help
 Known as father of the democracy
 Popular: full rights to all freemen
 A new council of 500: chief organ of government
 Any man +30 eligible
 Clisthenes + power: Assembly to reject or pass measures of Council,
declare war, appropiate money
 Device of ostracism: dangerous citizen: honorable exile
The perfection of Athenian democracy

 Perfection: Age of Pericles (461-429 BC)

 Assembly: legislation/proposals of Council
 Board of 10 Generals: by the Assembly (legislative and executive)
 Pericles: Chief Strategus/president of Board for + 30 years
 Athenian system of courts: juries/magistrate

The Persian War and its results

 War with Persia: expansión of empire: Eastern Mediterranean área

 Greece danger of conquest
 Sparta helped
 Victrory of Greece
 It strengthened democracy
 Athenian Imperialism and
Peloponesian War
 After Persian war: an offencive and defensive Alliance: the Delian League
 Athens: League into a naval empire
 The Peloponesian war with Sparta: Athens was humbled
 Trade destroyed/no democracy (Athens)
 Treason, conspiracy, corruption
 Submission to Sparta

ATHENS /ˈæθɨnz/ SPARTA /ˈspɑːtə/

It was located in the region of Attica and had It was located in the south-east Peloponnese
Location access to the Aegean Sea from the port of peninsula and isolated by mountains on the
Piraeus. north-east and west, with no good harbours.

At the height of its power, in the 5th century BC,

Athens was a democracy with two main
bodies of government:

- thecitizens’ assembly, which was open to

The Spartan government was an
all adult male citizens and which met
oligarchy composed of:
around 40 times a year to direct foreign
policy, revise laws and elect public
- 2 kings, who had military and priestly
officials. All decisions were made through
powers;
public debate and vote;
- a council composed of the 2 kings and 28
- the council of 500, which was the
nobles 60 years of age and over, which
Political executive body in charge of the day-to-
served as the highest court for criminal
System day running of the state. Its members were
trials;
elected annually in a lottery and they
- an assembly, which elected all public
enforced the assembly’s decisions or
officials except the kings; and thee
decrees.
phorates made up of five men, which was
the real body of government; they
Athenian democracy differed from modern
controlled the educational system and the
democracy because it was exclusive (it did
distribution of property.
not extend to the whole population, but only
to adult Athenian men over the age of 18/30)
and direct (people did not choose
representatives; each citizen had the right to
his opinion and vote).

Economy Athens rapidly developed from a The best land was owned by the state and the
predominantly agrarian state into a prosperous work of cultivating the soil was done by the
 urban culture based on trade and commerce. helots, who also belonged to the state. Such
system is called collectivism. The Spartan
government discouraged travel and
prohibited trade with the outside world.

The population of Sparta (which numbered at

The population of Athens was divided into
three distinct groups: the citizens who were all
adult males born of Athenian parents and who
Social Classes
had political rights; the metics who were
chiefly non-Athenian Greeks and who could
engage in trade; and the slaves.
its peak about 400,000) was divided into three
main classes. The ruling class was made up of
the descendants of the original Dorian
conquerors; they were the only ones who had
political power. The perioikoi were free men
who were allowed to trade and engage in
manufacturing. Finally, the helots were serfs or
slaves who farmed the land and did all the
heavy work.

Boys went to school from the age of 7. They

learned reading, writing, arithmetic, music,
poetry and debating. They also needed to be
The Spartan system of education emphasised
fit and strong so they were trained in athletics
physical fitness and allowed corporal
and wrestling.
Education punishment since it contributed to character-
building. Boys of 7 years old were taken from
Girls did not go to school. Instead, they stayed
their families to live in army barracks.
at home and were taught by their mothers
how to spin and weave and look after the
house.

Women’s lives were restricted. They were very

much under the control of their husbands,
fathers, or brothers and rarely took part in
The production of healthy, vigorous offspring
politics or any form of public life. A girl would
was all-important. Women were essential in
marry very young at the age of 13 or 14 and
their roles of soldiers’ wives and mothers. Girls
her husband (who was certain to be much
did not fight in wars, but they were trained in
Women’s Role older) was chosen for her by her father.
running and for an outdoor life. This made
them fit and strong so that they would have
Respectable women were expected to stay at
healthy babies who would grow up to be
home. Only women called hetairai were
good soldiers.
allowed to attend dinners and banquets. Most
hetairai were educated foreigners or prisoners
taken in wars.

Spartans chose to live by the sword: all aspects

Athenians lived simple lives. They were not
of their lives were the result of their martial
interested in piling up riches or accumulating
enterprises and their pursuit of military
power. What they wanted was a reasonable
Citizens’ Main efficiency and the supremacy of the citizen
income and leisure time for politics, for gossip
Purpose class. All Spartan men between the ages of 20
in the market place and for philosophic and
and 60 had to serve in the army. Sparta
artistic activities if they had the talent and
became a super-power in Greece and the
inclination to pursue them.
main rival of Athens.
 HELLENIC THOUGHT
AND CULTURE

 PHILOSOPHY
 The Greek Philosophers: attempted to find
answers to:
 1. nature of universe
 2. problem of truth
 3. meaning and purpose of life
 THE MILESIAN SCHOOL
 6th century BC
 In the city of Miletus
 Their philosophy: scientific and
materialistic
 They wanted to discover the nature of the
physical world
 They believed in a primary substance
which was source of: worlds, stars,men,
etc.

 THE PYTHAGOREANS /paɪθæɡəri:ən/

 Leader: Pythagoras
 Founders of dualism in Greek thought
 Interpreted philosophy in terms of religion
 Speculative life: highest good
 Distinction between: matter and spirit,
good and evil
 THE SOPHISTS /sɒfɪst/
 5th century BC
 A reaction against old way of thinking
 Attention to matters related to man
himself
 The greatest: Protagoras (Man is the
measure of all things)
 Goodness, truth, justice and beauty:
realtive to the needs of men
 They found oppsosition for their relativism
and individualism that led to anarchy

 SOCARATES /sɒkrəti:z/
 To combat the Sophists and he gathered a
group of admirers (even Plato)
 Condemned to death for corrupting the
youth
 A teacher of ethics
 Knowledge could be obtained through the
exchange and analysis of opinions
 PLATO /pleɪtəʊ/
 An aristocrat
 He wanted to combat the idea of the
universe as essentially spiritual, as well as
relativism and skepticism
 The things we perceive with our senses
are merely imperfect copies of the
supreme realities, Ideas.

 ARISTOTLE /´ærɪstɒtl/
 Tutor of the young Alexander the Great
 A scientist (interested in the concrete and the
practical)
 Believed that knowledge derived from the
senses is limited and inaccurate
 All evolution results from the interaction of
form and matter
 The highest good for man consists in self-
realization
 Body: kept in good health and emotions:
adequate control

Link: https://youtu.be/Y_B0bh7MXgI
 UNIDAD N.º 2

The Roman Civilization

Rome conquers Italy

The Early Republic

Wars

The Late Republic

 UNIT 2

THE ROMAN CIVILIZATION

LECTURAS BIBLIOGRÁFICAS OBLIGATORIAS

- http://www.institutodelmilagro.com/moodle/mod/url/view.php?id=39273

ATENCION

- Rome started off as a small collection of villages in 753 BC. Its power grew through the
Mediterranean and then across Europe and Asia to become an enormous empire. It reached its peak
in about AD 120.

Founding myth

According to the founding myth of Rome, the city was founded on 21 April 753 BC on the banks of the
river Tiber in central Italy, by the twin brothers Romulus and Remus, who descended from
the Trojan prince Aeneas, the twins were considered half-divine.

The new king, Amulius, feared Romulus and Remus would take back the
throne, so he ordered them to be drowned. A she-wolf (or a shepherd's wife in
some accounts) saved and raised them.

The twins then founded their own city, but Romulus killed Remus in a quarrel over the location of
the Roman Kingdom, though some sources state the quarrel was about who was going to rule or give
his name to the city. Romulus became the source of the city's name
- The actual founders of Rome were Italic people who lived in thedistrict of Latium, south of the
Tiber River.

THE GOVERNMENT OF ROME UNDER THE MONARCHY

- The Romans had an interest in authority and stability. Their state was similar to a patriarchal
family with the King as the head of the family. The sovereignity of the King was limited by the
ancient constitution, which he was powerless to change. His duties were mainly executive and
judicial but not legislative. He judged all criminal and civil cases. He could not be deposed.

THE SENATE AND THE ASSEMBLY

- The Assembly was composed of all the male citizens of military age. It had an absolute veto on
any proposal for a change in the law. It determined whether an agressive war should be declared.
Its members could not speak unless they were invited to do so by the King.

- The Senate (or council of elders) was formed by the heads of the various clans. They examined
proposals of the king.

THE OVERTHROW OF THE MONARCHY

- At the end of the 6th century BC, the monarchy was overthrown and an oligarchic republic set up.

THE EARLY REPUBLIC

- Chaos and wars continued until 265 BC when Rome had conquered the entire Italian península.

- There were 2 elected consuls instead of a King. The consuls were part of the Senate. The Senate
now controlled the public funds and could veto all hte actions of the assembly. The consuls had
judicial and executive power.

- A struggle began between plebeians( common

people) and patricians (aristocracy). Common citizens
wanted to have more power in political matters. The
patricians monopolized the seats in the Senate. The
plebeians were compeled to pay heavy taxes and forced
to serve in the army in time of war. They felt victims of
discriminatory decisions in judicial trials. As the laws were unwritten, they did not know what rights
they had.

- The first victory of the plebeians forced the patricians

to agree to the election of tribunes with power to protect the
citizens. This was followed by the publication of the famous
 LAW OF THE TWELVE TABLES, which was written on tablets of wood.

- Intellectually and socially the Romans appear to have made slow advancement. Writing was not
used a lot. Education was limited by the isntruction oa the father in manly sports, practical arts
and soldierly virtues.

- War and agriculture were the chief occupations. A

few craftmen were to be found in the cities.

- Religion resembled the religión of the Greeks. It

was wordly and practical with n ethical content. the
relation of man to the gods was mainly of bargain for the
mutual advantage. Jupiter was the god of the sky.
Minerva was the goddess of craftsmen and Venus, the
goddess of love. Neptune was the god of the sea.

HOW THE REPUBLIC WORKED

- SENATE: men of important and welthy families.
- MAGISTRATES: officials chosen by the Senate who looked after the law, taxes, trade, etc.
- CONSULS: Chief Magistrates who dealt with the most important issues like wars. They were elected
for 1 year.
- TRIBUNES: they represented the view of ordinary Romans to the Senate.

THE PUNIC WARS

In the 3rd century BC Rome faced a new and

formidable opponent: Carthage. Carthage was a rich,
flourishing Phoenician city-state that intended to
dominate the Mediterranean area. The two cities
became the two major powers in the Western
Mediterranean and their contention over the
Mediterranean led to conflict.

The First Punic War began in 264 BC. Rome entered

this war because Syracuse and Messana were too
close to the newly conquered Greek cities of Southern
Italy and Carthage was now able to make an offensive through Roman territory; along with this, Rome
could extend its domain over Sicily.

Although the Romans had experience in land battles, defeating this new enemy required naval
battles. Carthage was a maritime power, and the Roman lack of ships and naval experience made the
path to the victory a long and difficult one for the Roman Republic. Despite this, after more than 20
years of war, Rome defeated Carthage and a peace treaty was signed. Among the reasons for
the Second Punic War was the subsequent war reparations Carthage acquiesced to at the end of the
First Punic War.
 More than a half century after, Carthage was humiliated
and Rome was no more concerned about the African
menace. The Republic's focus now was only to
the Hellenistic kingdoms of Greece and revolts in
Hispania. However, Carthage, after having paid the war
indemnity, felt that its commitments and submission to
Rome had ceased.

As Carthage fought with Numidia without Roman

consent, the Third Punic War began when Rome declared war against Carthage in 149 BC. Carthage
resisted well at the first strike, with the participation of all the inhabitants of the city. However,
Carthage could not withstand the attack of Scipio Aemilianus, who entirely destroyed the city and its
walls, enslaved and sold all the citizens and gained control of that region, which became the province
of Africa. Thus ended the Punic War period. All these wars resulted in Rome's first overseas
conquests (Sicily, Hispania and Africa) and the rise of Rome as a significant imperial power and
began the end of democracy.

Late Republic

The Roman elite, once rural, became a luxurious and cosmopolitan one. At this time Rome was a
consolidated empire—in the military view—and had no major enemies.

Foreign dominance led to internal problems. Senators became rich at the provinces' expense;
soldiers, who were mostly small-scale farmers, were away from home longer and could not maintain
their land; and the increased reliance on foreign slaves reduced the availability of paid work.

Income from war booty, mercantilism in the new provinces, and tax farming created new economic
opportunities for the wealthy, forming a new class of merchants but they were severely restricted in
political power. The Senate squabbled perpetually, repeatedly blocked important land reforms and
refused to give the merchant class a larger say in the government.

Violent gangs of the urban unemployed, controlled by rival Senators, intimidated the electorate
through violence. The situation came to a head in the late 2nd century BC under
the Gracchi brothers, a pair of tribunes who attempted to pass land reform legislation that would
redistribute the major patrician landholdings among the plebeians. Both brothers were killed and the
Senate passed reforms reversing the Gracchi brother's actions. This led to the growing divide of the
plebeian groups and merchant clases.

Julius Caesar
Onto this turbulent scene emerged Julius Caesar, from an aristocratic family of limited wealth. To
achieve power, Caesar reconciled the two most powerful men in Rome: Crassus, who had financed
much of his earlier career, and Crassus' rival, Pompey, to whom he married his daughter. He formed
them into a new informal alliance including himself, the First Triumvirate ("three men"). This satisfied
the interests of all three: Crassus, the richest man in Rome, became richer and ultimately achieved
high military command; Pompey exerted more influence in the Senate; and Caesar obtained the
consulship and military command in Gaul. So long as they could agree, the three were in effect the
rulers of Rome.

In 54 BC, Caesar's daughter, Pompey's wife, died in childbirth, unraveling one link in the alliance. In
53 BC, Crassus invaded Parthia and was killed in the Battle of Carrhae. The Triumvirate disintegrated
at Crassus' death. Crassus had acted as mediator between Caesar and Pompey, and, without him,
the two generals manoeuvred against each other for power. Caesar conquered Gaul, obtaining
immense wealth, respect in Rome and the loyalty of battle-hardened legions.

Pompey was murdered in Egypt in 48 BC. Caesar was now pre-eminent over Rome, attracting the
bitter enmity of many aristocrats. He was granted many offices and honours. In just five years, he held
four consulships, two ordinary dictatorships, and two special dictatorships: one for ten years and
another for perpetuity. He was murdered in 44 BC.

Octavian and the Second Triumvirate

Caesar's assassination caused political and social turmoil in Rome; without the dictator's leadership,
the city was ruled by his friend and colleague, Marcus Antonius. Soon afterward, Octavius, whom
Caesar adopted through his will, arrived in Rome. Octavian tried to align himself with the Caesarian
faction. In 43 BC, along with Antony and Lepidus, Caesar's best friend, he formed the Second
Triumvirate. This alliance would last for five years. Upon its formation, 130–300 senators were
executed, and their property was confiscated, due to their supposed support for the Liberatores
(Julius Ceasar´s killers).

In 42 BC, Octavian and Antony defeated both

Caesar's assassins and the leaders of
the Liberatores.

By the end of the Triumvirate, Antony was living

in Egypt, an independent and rich kingdom ruled
by Antony's lover, Cleopatra VII. Antony's affair
with Cleopatra was seen as an act of treason,
since she was queen of another country.
Additionally, Antony adopted a lifestyle considered too extravagant and Hellenistic for a Roman
statesman. Octavian annihilated Egyptian forces in 31 BC. Antony and Cleopatra committed suicide.
Now Egypt was conquered by the Roman Empire, and for the Romans, a new era had begun.
Empire – the Principate

In 27 BC and at the age of 36, Octavian was the sole Roman leader. In that year, he took the
name Augustus. That event is usually taken by historians as the beginning of Roman Empire.
Officially, the government was republican, but Augustus assumed absolute powers. His reform of the
government brought about a two-century period colloquially referred to by Romans as the Pax
Romana.

Julio-Claudian dynasty
The Julio-Claudian dynasty was established by Augustus. The emperors of this dynasty
were: Augustus, Tiberius, Caligula, Claudius and Nero. The Julio-Claudians started the destruction of
republican values, but on the other hand, they boosted Rome's status as the central power in the
world. While Caligula and Nero are usually remembered as dysfunctional emperors in popular culture,
Augustus and Claudius are remembered as emperors who were successful in politics and the military.
This dynasty instituted imperial tradition in Rome and frustrated any attempt to reestablish a Republic.

Augustus

Augustus gathered almost all the republican powers under his official
title, princeps: he had powers of consul, princeps
senatus,aedile, censor and tribune—including tribunician
sacrosanctity. This was the base of an emperor's power. Augustus
also styled himself as "Commander Gaius Julius Caesar, son of the
deified one". With this title he not only boasted his familial link to
deified Julius Caesar, but the use of Imperator signified a permanent
link to the Roman tradition of victory.

He also diminished the Senatorial class influence in politics by boosting the merchant class. The
senators lost their right to rule certain provinces, like Egypt; since the governor of that province was
directly nominated by the emperor. The creation of the Praetorian Guard and his reforms in the
military, creating a standing army with a fixed size of 28 legions, ensured his total control over the
army. Augustus' reign as princeps was very peaceful. This peace and richness (that was granted by
the agrarian province of Egypt) led the people and the nobles of Rome to support Augustus
increasing his strength in political affairs. In military activity, Augustus was absent at battles. His
generals were responsible for the field command.

Under Augustus's reign, Roman literature grew steadily in what is known as the Golden Age of Latin
Literature. Poets like Virgil, Horace, Ovid and Rufus developed a rich literature, and were close
friends of Augustus.

DECAY AND DECLINE

Odoacer defeated and killed Orestes, and dethroned Romulus Augustus, son of Orestes. This event
of 476, usually marks the end of Classical antiquity and beginning of the Middle Ages.

After some 1200 years of independence and nearly 700 years as a great power, the rule of Rome in
the West ended. Various reasons for Rome's fall have been proposed ever since, including loss of
Republicanism, moral decay, military tyranny, class war, slavery, economic stagnation, environmental
change, disease, the decline of the Roman race, as well as the inevitable ebb and flow that all
civilizations experience. At the time many pagans argued that Christianity and the decline of
traditional Roman religion were responsible; some rationalist thinkers of the modern era attribute the
fall to a change from a martial to a more pacifist religion that lessened the number of available
soldiers; while Christians argued that the sinful nature of Roman society itself was to blame.

VISUALIZACIÓN DE MATERIAL AUDIOVISUAL

- https://www.youtube.com/watch?v=46ZXl-V4qwY
 UNIDAD N.º 3
THE ROMANS IN BRITAIN

Romans and Celts

The Roman invasion

The Roman Army

The Anglo-Saxons.
UNIT 3

LECTURAS BIBLIOGRÁFICAS OBLIGATORIAS

- http://www.institutodelmilagro.com/moodle/mod/url/view.php?id=39274

ATENCION

THE CELTS /ˈkɛltz/ or /'sɛlt/

- By the time of Julius Caesar, hte main
inhabitants of Britain were the Celts.
- Celtic Britain had no roads or cities. A lot of the
coutryside was farmed and there were many small
villages. The people also hunted and fished.
- Each area had its own chief or ruler. These
people lived quite well, trading wool, lead and tin from
Britain for wine from France.
- Wars between these chiefs were common. Huge
hill-forts were built as protection.
- The Celts were fierce fighters.

Roman Invasion of Britain

The Romans attempted to invade Britain three
times over the course of nearly 100 years.
Before the Romans invaded, Celts lived in
Britain. Kings or chiefs ruled lots of different
tribes. Chiefs would lead their warriors into
battle in chariots pulled by horses. To protect
themselves against enemies, they built forts on
the top of hilltops. Hillforts had wooden walls
and earth banks. Maiden Castle in Dorset is one of the largest Hillforts in Europe.
Most people in Celtic Britain were farmers and lived in villages. They lived in round houses
made from wood and mud, with thatched roofs.
Julius Caesar, the Roman leader in Gaul (France) made his first attempt to invade Britain
in 55 B.C. with two Roman legions. Julius and his men approached the cliffs of Dover
which were lined with British warriors ready to fight. The Romans were beaten back by
storms and by resistance from local tribes. The British attacked Caesar's men with spears
and drove their chariots into the sea. The next year Caesar returned with a much larger
expedition consisting of 800 ships. This time he defeated the Kentish tribes, who agreed
to give him hostages and pay him a sum of money. The British Celts fought bravely, and
soon Caesar went back to Gaul.
It was not until almost a century later that the Romans returned to conquer Britain.
Emperor Claudius sent 40,000 troops who slowly conquered most of the country. They
defeated Caratacus, the local leader, who fled westwards. He was captured by the
Romans and was sent to Rome as a slave.
Some Celtic chiefs accepted the Roman rule. Fort he next 350 years Britain was a quiet
and peaceful part of the Roman Empire.

Answer the following questions:

1. Gaul is which modern country?

A. France B. Italy
C. Spain

2. Who invaded Britain first?

A. Caratacus
B. Julius Caesar
C. Emperor Claudius

3. What is Maiden Castle?

A. A Hillforts
B. A palace
C. A castle
4. Who were the people who fought the Romans in Britain?
A. Vikings
B. Gauls
C. Celts

5. Where did most of the people live in Britain?

A. In a village
B. In a city
C. In a town

6. Julius Caesar visited Britain in 38BC.

True
False

7. How many years are there in one century?

A. 50 years
B. 100 years
C. 90 years
WHO WERE THE ANGLO-SAXONS?
- Angles, Saxons and Jutes lived in Northern
Europe (now Denmark, Germany and the
Netherlands).
- As the Romans were at war, they left Britain
and this gave the Angles, Saxons and Jutes the
opportunity to go to Britain. They saw Britain as an
easy prize, with fertile fields.
- The Romano-British asked Rome for help but
they had to defend themselves alone. However, the
Anglo-Saxons began to take over and settle in England.
- Anglo-Saxons built their huts in the open spaces of Roman towns. There are even mixed cementaries,
where Christian Romans and pagan Anglo-Saxons are buried.
- However, the Roman way of life depended on an army, slaves, servants and contact with Rome. None
of these things existed anymore. Gradually the villas were abandoned.
- The Romano-British and mainly Celts went to live to Wales, Scotland and Ireland, while the Anglo-
Saxons stayed in England.
- The Anglo-Saxons began to call
themselves the “Englisc”. The English
language of today comes from the language
they spoke.
- Anglo-Saxons kings were expected
to be brave in war, wise and generous in
peace. For ordinary men, the family was
very important. People were supposed to
stick by their family at all times. Even law and order was based around the family. Single women had
their own rights.
- The Anglo-Saxons were Pagans. They worshiped their own gods.
- The Christian religion came to Britain in the 1st century AD. It was brought by Roman Christians whoe
were persecuted at first and killed.

VISUALIZACIÓN DE MATERIAL AUDIOVISUAL

- https://www.youtube.com/watch?v=SajyHgJTy3E
 UNIDAD N.º 4
THE MIDDLE AGES

The Franks. Charlemagne.

The Saxon kingdoms in England.

The Norman Conquest. William the Conqueror.

Economic conditions in France.

The Feudal Age: Political and economic institutions. The feudal regime.

Carolingian institutions. Feudalism as a system of government. Chivalry. The manorial estate.

Urban life. Social problems. The merchant and craft guilds.

The Crusades: Religious causes. Pilgrimages. Religious wars. Economic causes.

The Major Crusades. Reasons for failure. Actual results.

 UNIT 5

LECTURAS BIBLIOGRÁFICAS OBLIGATORIAS

- http://www.institutodelmilagro.com/moodle/mod/url/view.php?id=39275

ATENCION

- The strongest state in the early Middle Ages was France.

- Clovis became King of the Franks. He conquered all France and part of Germany.
- His adoption of Christianity made it posible an Alliance between the Frankish and the Popes.
- The Merovigian dynasty occupied the throne of the Frankish state until 751. It had a policy of
despotism, dominating the church, and exploiting the lands as prívate possessions.
 CLOVIS IS ALSO
CONSIDERED
RESPONSIBLE FOR
SPREAD OF CHRISTIANITY
IN FRANKISH KINGDOM
(FRANCE AND GERMANY)
AND SUBSEQUENT BIRTH
OF HOLY ROMAN EMPIRE.

- A series of do-nothing kings followed and the Merovingian dynasty was finally displaced.
- The most capable of the mayors of the palace was Charles Martel (Charlemagne).

WHO WAS CHARLES MARTEL (“THE

HAMMER”)?

• Martel was born in

686 in Frankia – one
of the Christian
kingdoms which
would rise out of the
ashes of the Roman
Empire – and the
predecessor state of
modern France and
Germany.

- The new Carolingian dynasty was born.

- Charles brought peace and prosperity. He established an efficient government.
- To prevent abuses of authority, he appointed royal messaengers, to visit the counties and to report to
the King any acts of oficial injustice.
 CHARLEMAGNE /ˈ Ʃɑː LƏˌ MEɪN/

- During the 46 years of his reign he conducted 54 wars. Most of his campagns were successful and he
annexed to the Frankish domain, part of central Europe and part of Italy. All the conquests were
made with cruelty. They were done under the pretext of inducing the pagans to adopt Christianity.

- He was coronated as Roman Emperor by Pope Leo III. Charlemagne helped the Pope to regain the
papacy in Italy as he had been forced to leave for his tyrany.
- He legislated freely on matters of religion. He lectured priestas and bishops on their morals and what
they should preach.
 THE NORMAN INVASION
AND CONQUEST

1035 – CANUTE DIED

1066- WILLIAM THE CONQUEROR (DUKE OF

NORMANDY) CAUGHT THE ENGLISH MONARCH
HARLOD UNPREPARED AND DEFEATED HIM
IN THE BATTLE OF HASTINGS.

12
 THE BATTLE OF HASTING IS
CONSIDERED AS A TURNING POINT IN
ENGLISH HISTORY.
13

- The Anglo-Saxon supremacy ended and now the angles were ruled by Normans(French).

• Southern England
conquered in 1067,
the west in 1068.
• In 1069, William
faced a rebellion in
the North, led by
Edwin and Morcar
with Danish help.
• William built castles
across England.
 THE CIVILIZATION OF
THE FEUDAL AGE

- Feudalism started to emerge in France and

England.
- It is a structure of society in which the
powers of government are exercised by prívate
barons over people economically dependent upon
them. The right to govern is coceived as a property
right.
- In return for the protection and economic
assistance, the vassals (peasants) had to obey their
lord and pay taxes.
- In the 17th century, the Merovingian kings adopted the practice of rewarding their counts and dukes
with benefices like public office and landholding. In return, the nobles had to give tropos to fight.
- The nobles did not work for a living, but had an active life of war, high adventure and sports.
- Chivalry was the social and moral code of feudalism, the embodiment of
the highest ideals. It is the ideal of a knight who is not only brave and loyal but
generous, truthful, kind to the poor and defenseless. The perfect knight must be
the perfect lover.
- The main economic unit of the feudal regime was the manorial estate or manor. They had different
sizes (the smallest at least 300 acres). Each manor had 1 or 2 villages, the lands cultivated by the
peasants, the common forest and pasture lands, the land belonging to the parish church and the best
part for the lord´s farm.
- The lots (small lands) of the peasants were small and if the harvest
failed, they suffered famine and death. Peasants were illitarate and
superstitious. However, they could not be deprived of their land. When
they became old, it was the duty of the lord to care for them.
 URBAN LIFE IN THE FEUDAL AGE

- Many people lived in cities and towns. The cities

were the the real centres of most of intellectual and
artistic progress of the late Middle Ages.
- Cities and towns multiplied so rapidly that in some
regions half the population had been drawn from
agriculture into a commercial and industrial life.
- The cities had gained freedom from feudal control.
Their citizens could dispose of their property as they
pleased, they could marry whoever they wanted and go
and come as they liked.
- The government of these cities were generally
dominated by an oligarchy of merchants but in some cases democracy prevailed.
- Most cities grew so rapidly, that it was difficult to provide optimum standards of healthfulness and
confort for the inhabitants. Cities were overcrowded and the streets were narrow. They depended
upon Wells and rivers for wáter supply and because of this, typhoid fever was common. They usually
did not have collection of garbage.
- The basic economic institutions in the cities were the guilds. The original guilds were Split up into
separate organizations of craftsmen and merchants. The main function of the guild was to maintain a
monopoly of the local market.

THE CRUSADES
- The Crusades were a series of religious wars between Christians and Muslims
started primarily to
secure control of holy
sites considered sacred
by both groups. In all,
eight major Crusade
expeditions occurred
between 1096 and 1291.
The bloody, violent and
often ruthless conflicts
propelled the status of
European Christians,
making them major
players in the fight for
land in the Middle East.

- In November 1095,

at the Council of

Clermont in southern France, the Pope called on Western Christians to take up

arms to aid the Byzantines and recapture the Holy Land from Muslim control. This

marked the beginning of the Crusades.

- Pope Urban’s plea was met with a tremendous response, both among the military

elite as well as ordinary citizens. Those who joined the armed pilgrimage wore a

cross as a symbol of the Church.

- The Crusades set the stage for several religious knightly military orders, including

the Knights Templar, the Teutonic Knights, and the Hospitallers. These groups

defended the Holy Land and protected pilgrims traveling to and from the region.

First an army of peasants led by Peter the Hermit (a

French priest and key leader of the Crusades) set off for
the Holy Land. They were massacred by the Turks. An
army of knights followed, led by Godfrey of Bouillon
1096‒1099 First Crusade
(Frankish knight and another leader of the first
Crusades), which massacred Muslims and captured
Jerusalem in 1099. The Crusaders massacred the
Muslims until, it was said, the streets ran red with blood.

King Louis VII of France invaded the Holy Land, but was
1145‒1149 Second Crusade
defeated at Damascus.

In 1187, the Muslim ruler Saladin had recaptured

Jerusalem. The Crusaders (who included King Richard I
of England) captured the port of Acre. But they
1189‒1192 Third Crusade
quarrelled, and failed to capture Jerusalem. On the way
home, Richard was kidnapped and held ransom until
February 1194 when the English paid for his release.

The Pope wanted to unite western and eastern Christians

under his authority. He diverted this Crusade, with the
1202-1204 Fourth Crusade
help of Venice, and captured Constantinople in 1204.
Christians fought Christians.

Children's An army of young people set off on Crusade. They were

1212
Crusade kidnapped and sold as slaves.

Fifth, Sixth and

1217‒1250 Seventh All failed.
Crusades

Battle of
An army of French and Hungarian knights were
Nicopolis
1396 massacred. Some historians refer to it as the 'last'
sometimes called
Crusade.
the 'last' Crusade
- The reasons for the crusades were mainly religious, but also political as while leaders of Europe were
fighting together for a common purpose, they did not fight among themselves. Pilgrimages afforded
an opportunity for adventure as well as economic profits.

VISUALIZACIÓN DE MATERIAL AUDIOVISUAL

- THE MIDDLE AGES: https://youtu.be/p3pYuY4buIk

- THE CRUSADES: https://youtu.be/CcGzQ3ga5R8https://youtu.be/CcGzQ3ga5R8
 UNIDAD N.º 5
ENGLAND AND FRANCE

The rise of national monarchies.

France: Philip Augustus. Louis IX.
The Hundred Years´ War. Jeanne d´Arc.
England: A national monarchy. The reforms of Henry II.
The Common Law and the Jury System. The English Parliament. Magna Carta.
 UNIT 5

LECTURAS BIBLIOGRÁFICAS OBLIGATORIAS

- http://www.institutodelmilagro.com/moodle/mod/url/view.php?id=39276

&
The Rise of National Monarchies

- After the death of Charlesmagne, the strong government collapsed. His gradsons agreed to divide the
empire into three different parts.

841

Treaty of Verdun
- These kingdoms of East Francia, West Francia and the Middle kingdom were still under the feudal
system. But the rulers were not kings, but a group of princes, counts and dukes.
- In 987, the last Caroligian King was displaced by the Count of Paris, Huge Caper. His descendants
later occupied the throne for more tan 300 years. They were powerful rulers.
 Hugh Capet –
Count of Paris
(939 –996)

Occupied the throne

from 987 to 996

- The first of the Capetian kings who is considered the founder of the national monarchy in France was
Philip Augustus.

Philip Augustus
(1180-1223)

*First of Capetian kings

*Founder of a
National Monarchy

- When he ascended to the throne, France consisted of a small territory, sorrounding Paris. Most of the
remainder of the country was held by powerful nobles. Although, these nobles were technically his
vassals, they only made a pretence of feudal obligation. Phillip took advantage when William the
Conqueror became King of England and he took over control of Normandy and other places. By
participating in a papal crusade, he also acquired territory in the south.
- The second of the kings most active in consolidating monarchichal power in France was Louis IX. He
was quite a charachter. He was a mixture of exaggerated piety, benevolence and ambitious
practicality. At times he imitated the life of a monk. Because of his reputation of piety and
martyrdom, he was canonized only 27 years after his death. He found time to establish hospitals, to
abolish trial by combat and to emancípate thousands of serfs on the royal domain. His reign was
called “The Golden Age of Medieval France”. He assumed the authority to issue ordinances without
the previous concent of his vassals.

Louis IX
or Saint Louis

King of France
from 1226 to 1270

Louis was loved

and frequently
asked
by foreign princes
to arbitrate their
disputes.
 CAUSES OF THE HUNDRED YEARS WAR
- The main cause for the war was the long-lasting conflicto between England and France over territory
in France. Edward III, King of England, had a claim to the French crown through his mother who was a
daughter of Phillip the Fair.

- English armies were generally victorious as they were better organized, disciplined and equipped.
Moreover, france suffered internal discord. By 1420, all of the northern half of France had been
occupied by English soldiers.

The English Army

 The French Army

- A peasant girl, Jeanne d’Arc or Joan of Arc came forward with the declaration that she had been
commissioned by God to drive theEnglish out of France. The French soldiers believed they were being
led by an angel. In a few months she had liberated of cental France. She was captured and burned by
the English. The years that followed her death, France had numerous victories and the war was over.
Death of Joan of Arc
(1431)

End of the Hundred Years’ War (1453)

The last battle: Battle of Castillon. Charles VII of France, power and prestige.

NATIONAL MONARCHY IN ENGLAND

- The develpment of the national governement in England goes back to William the Conqueror. His
monarchy was stronger than the ones of the Saxons. He preserved Anglo-Saxons law and constitution
but he brought feudalism with him. He required his vassals to swear loyalty to him. When he granted
lands to his followers, he rarely gave them large estates. His successors continued their father´s
policies.

Reign of William the Conqueror

- After the death of Henry I, there was anarchy and when Henry II became King, he found the treasury
depleted and the barons in power. His first objectives were to increase the royal revenues and to
reduce the power of the nobles. He levied the first English taxes on personal property and on
incomes. He demolished hundreds of castles that had been built without authorization. He gathered
around him a group of eminent lawyers to advise him. He appointed judges to administer justice in
the various parts of the realm. In this way, there was a unifrom law throughout the kingdom. This
came to be known as the Common Law of England.

The common
Law and jury
system
- Richard I (son of Henry II) was absent from England waging the Third Crusade. The heavy taxation
imposed top ay his military expenses angered many of the barons. The feudal revolt reached its
height during the reign of King John who was a tyrant. King John had two powerful enemies: King
Phillip Augustus of France and Pope Inocent III. The barons in the end compeled John to sign the
famous Magna Charta, a document which remains an important part of the British constitution.
 Henry II Richard I King John

Magna Charta
In 1215 King John signed the Magna Charta

- The Magna Charta was a feudal document in which the King had to respect the traditional rights of
his vassals. It limited the power of the King.
- The opposition of the barons continued during the reign of John’s son, Henry III. They found a leader
in Simon de Montfort. The civil war broke out and the King was taken prisoner. Simon called together
an assembly or parliament which included the higher nobles, the churchmen, the knights and 2
citiczens of each town. Thirty years later this device of a parliament composed of memebers of the
three clases became a regular agency of government.

A new leader

The fist Parliament

Simon de Montfort
- By the end of the reign of Henry III, Parliament had divided for all practical reasons into two houses,
and they had increased their control over taxation and were assuming lawmaking authority.
- During the 14th century England was affected by economic changes. The development of commerce
and industry, the growth of cities, the greater use of many, the scarcity of labor – all of these
seriously weakened the manorial or feudal system. There was a struggle among rival factions for
control of the crown known as the War of the Roses. In the end, Henry Tudor or Henry VII was
established as ruler.
The War of the Roses 1455 to 1485

VISUALIZACIÓN DE MATERIAL AUDIOVISUAL

- THE HUNDRED YEARS WAR https://youtu.be/NOzXBss5gD0